Using Issues-based Science in the Classroom Wilmes, S. & Howarth, J. (2009). Using Issues-based Science in the Classroom. The Science Teacher, Oct 2009, 24-29.
Summary
This brief article examines the importance of incorporating personal, societal and global issues into a science classroom as means for a class discussion or alternatively as a tie-in to the “real world.”The authors urge teachers to introduce issues by using current events, newspaper articles or major headlines for example, “Are there risks involved in eating genetically modified foods?”A teacher should render student’s thoughts and opinions regarding such topics and request evidence that would support their decisions.This will require students to use content knowledge and understanding to make these connections.An opportunity for the student to investigate the issue is necessary before taking a stance.Furthermore, the students will be expected to defend their argument by presenting evidence in clear and concise manner.These types of activities will allow students to draw on content knowledge, utilize critical thinking skills and apply scientific concepts to relevant information.
Review
Many of us have posted in our teaching rationals or discussion threads that it is pertinent to bridge the gap between the real world and the classroom.As teachers we intend to encourage the use of practical application.This article serves as a brief introduction on how to incorporate the use of issue-based science in the classroom and encourages teachers to utilize this form of instruction carefully.In addition, they recommend that the teacher choose the topic of discussion and not the students as to some topics could invoke too much emotion in the beginning phases.Arguing over controversy requires objectivity derived from evidence and not emotion.Before reading this article, I have planned to incorporate the use of current events on a daily or weekly basis (when appropriate) to create class discussion, promote intelligent debates, and utilize learning strategies such as jigsaws and Socratic circles.This may also be an excellent opportunity for students to record their thoughts in a personal biology journal that is kept within the classroom.As teachers, we must tie in societal and global issues on a regular basis to provide purpose to what we teach.Using this type of strategies wisely, can provoke a great deal of excitement from
all students.
Wilmes, S. & Howarth, J. (2009). Using Issues-based Science in the Classroom. The Science Teacher, Oct 2009, 24-29.
Summary
This brief article examines the importance of incorporating personal, societal and global issues into a science classroom as means for a class discussion or alternatively as a tie-in to the “real world.” The authors urge teachers to introduce issues by using current events, newspaper articles or major headlines for example, “Are there risks involved in eating genetically modified foods?” A teacher should render student’s thoughts and opinions regarding such topics and request evidence that would support their decisions. This will require students to use content knowledge and understanding to make these connections. An opportunity for the student to investigate the issue is necessary before taking a stance. Furthermore, the students will be expected to defend their argument by presenting evidence in clear and concise manner. These types of activities will allow students to draw on content knowledge, utilize critical thinking skills and apply scientific concepts to relevant information.
Review
Many of us have posted in our teaching rationals or discussion threads that it is pertinent to bridge the gap between the real world and the classroom. As teachers we intend to encourage the use of practical application. This article serves as a brief introduction on how to incorporate the use of issue-based science in the classroom and encourages teachers to utilize this form of instruction carefully. In addition, they recommend that the teacher choose the topic of discussion and not the students as to some topics could invoke too much emotion in the beginning phases. Arguing over controversy requires objectivity derived from evidence and not emotion. Before reading this article, I have planned to incorporate the use of current events on a daily or weekly basis (when appropriate) to create class discussion, promote intelligent debates, and utilize learning strategies such as jigsaws and Socratic circles. This may also be an excellent opportunity for students to record their thoughts in a personal biology journal that is kept within the classroom. As teachers, we must tie in societal and global issues on a regular basis to provide purpose to what we teach. Using this type of strategies wisely, can provoke a great deal of excitement from
all students.